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1.
The rapid adoption of social media technologies has resulted in a fundamental shift in the way communication and collaboration take place. As staff and students use social media technologies in their personal lives, it is important to explore how social media technologies are being used as an educational tool. The aim of this paper is to analyse the role of social media, in particular, Facebook, as an educational tool in higher education. Through a review of the literature, this paper explores the myriad ways in which Facebook is being used as an educational instrument for learning and teaching. Multiple benefits of Facebook usage for learning and teaching have been identified such as increased teacher-student and student-student interaction, improved performance, the convenience of learning and higher engagement. The paper also highlights the potential problems and limitations of Facebook usage ranging from educators’ dominance to privacy concerns. Finally, Facebook usage guidelines that can be adopted by educators to encourage social media adoption are proposed. As social media usage continues to grow in higher education, future empirical research is warranted. 相似文献
2.
Sara de Freitas Tim Neumann 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):980-998
Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory. 相似文献
3.
David H. Jonassen 《Educational technology research and development : ETR & D》1984,32(3):153-167
This philosophical excursion into the foundations of educational technology begins by considering the nature of knowing and
learning from the media, as well as stating the assumptions of the paper. The foundations of educational technology — the
systems approach, systems theory, and behaviorism - are explicated. Then, I state and discuss four philosophical propositions
for considering the mediation of experience and educational technology: a) Learning is a constructive activity so technologies
should liberate, not constrain learners; b) media produce an event ontology separate from personal experience; c) mediation
is a phenomenological process; and d) media provide existential access to the world’s knowledge and to internal aspects of
the self.
I am especially indebted to Professor Robert Heinich (Indiana University) for his repeated and insightful analysis of this
paper. Significant contributions were also made by the late Professor James Macdonald, to whom the paper is dedicated, and
Professor Arnold Levin (University of North Carolina at Greensboro). This paper was completed while I was a Visiting Research
Fellow in the Department of Psychology at the University of Keele, Staffordshire, U.K. I should like to gratefully acknowledge
the support of the department and its head, James Hartley, and especially the assistance of Mrs. M. Woodward. 相似文献
4.
5.
In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments. 相似文献
6.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
7.
Lau Kam Cheong 《Asia Pacific Journal of Education》1989,10(1):10-18
This paper critically examines research on the influence of educational media on learning. It argues that much of the supposed benefits of media such as greater concreteness, improved learning performance, more efficient learning and increased retention, among others, are not supported by the evidence thus far. Comparative research on different forms of media, and on media attributes have likewise proved inconclusive. The paper goes on to explore reasons for these findings and urges that future studies should focus on studies with media rather than on media. 相似文献
8.
Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that
no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and
measured frequency of use of various resources correlated against students’, performance on both individual assessments and
their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on
their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their
university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language.
The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning
what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development
of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning
its impact on the efficiency and quality of learning. 相似文献
9.
《学校用计算机》2012,29(1-2):6-39
In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different technologies are reviewed, as are implications of implementation, and the integration of signature pedagogies into teaching practices. In conclusion, the author asks whether technologies alone can bring about learning impacts, whether other key factors need to be in place, and the need to explore these integrally within future research. 相似文献
10.
Mark Warschauer 《Learning Inquiry》2007,1(1):41-49
What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms
of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial
age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent
empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to
the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.
An erratum to this article can be found at 相似文献
11.
Peter Suppa 《Educational Media International》2013,50(3):230-238
Abstracts English: For almost 90 years Germany has developed a well structured public support system for the use of educational audiovisual media. It consists of 600 regional media centres 19 state media centres, and the Institut f,r Film und Bild in Wissenschaft und Unterricht (FWU) as the main producer of educational media. Thanks to federal co‐operation at all levels of the various organisations, the user of the system has access to over 25.000 media titles. New technologies and their vast possibilities are changing all areas of life and are challenging our educational system. The discussions over the advancement of media is accompanied by organisational restructuring measures which are partially due to drastically reduced budgets. After a short outline of the history of the German media centres the author describes the current situation and the possibilities of further development in the near future of the ‘Bildstellen’ organisation. 相似文献
12.
The convergence of gaming practices with other media forms: what potential for learning? A review of the literature 总被引：1，自引：1，他引：0
Nowhere in the current digital technology landscape is the process of ‘blurring the lines between media’ more apparent than with the uses and applications of gaming practices and technologies. Here the overlaps between new media and media interfaces are becoming significant as games technologies and practices are becoming more pervasive as commonplace social practices. This article reviews literature for evidence of these trends of convergent media forms as a starting point for a wider debate for using games technologies and practices to support learning practices. The article outlines convergences between gaming and cinema, gaming and the Internet, and gaming and emergent technologies and interfaces (e.g. mobile phones and social software). The article aims to foreground major dimensions of convergence in relation to the potential of innovations in educational practice and activities. The article concludes that variant forms of gaming are widespread. But while the converging forms of gaming with other media forms provide potential for supporting educational practices, these new forms still need to be considered in relation to clear pedagogic strategies, supported peer interactions and tutor engagement. 相似文献
13.
Chris Bigum 《Asia-Pacific Journal of Teacher Education》2004,32(3):213-226
While there has been widespread take‐up of the concept ‘flexible learning’ within various educational environments—and equally frequent references to the flexible ‘natures’ of the computer and communication technologies that often underpin flexible learning initiatives—the relationship between technologies and flexibility is not a simple one. In this paper we examine some of the more persistent myths about technologies that are intertwined with discourses of flexibility. We highlight some of the more common ‘muddles’ that these myths can lead us in to and argue that the ‘mess’ that so often results from well‐intentioned moves to ‘be more flexible’ is largely a result of the ways that CCTs, or indeed any new educational technology or strategy, is theorized. Drawing on a recent study of online teaching and learning in higher education, we outline a new framework for examining these and related issues as they apply to teacher education. 相似文献
14.
Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being ‘revolutionary’ because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events—breaks, cracks and ruptures—and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly. 相似文献
15.
Yin Cheong Cheng 《Prospects》2009,39(1):69-89
In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education
and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments
of resources, many of these reforms have been found to be ineffective and unsustainable—if they succeed at all. Reflecting
on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on
the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and
teacher management. Then, the paper outlines the implications of this lesson and of a study of the world’s best-performing
educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional
development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform
in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future
educational reforms to support students’ new learning and sustainable development. 相似文献
16.
Christine Greenhow Jiahang Li Minhtuyen Mai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1656-1672
As new technologies shape and are shaped by human practices, educators and researchers must consider the impact that participating in social media—to access, reflect upon, question, evaluate and disseminate scholarship—is having on their professional development and practices. This paper investigates how members of the educational research community use social media to advance professional learning and scholarship dissemination in online–offline networks. Specifically, we examine whether and how participating in the microblogging service, Twitter, as a conference backchannel, facilitated professional learning and participation in the annual meetings of American educational researchers in 2012 and 2016, respectively, and the nature of that participation. Insights from this paper will benefit educators of varying disciplines and experience levels interested in the changing nature of social media in education, scholarship, and professional learning ecologies. 相似文献
17.
Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today’s learner is expected to be multiliterate – able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered. 相似文献
18.
Bronwen Deacon Melissa Laufer Len Ole Schäfer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):441-466
Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.
Practitioner notes
What is already known about this topic- Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
- However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
- There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.
- This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
- This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
- This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.
- Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
- Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
- The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.
19.
Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
20.
Nikolaos Tselios Nikolaos Avouris Vassilis Komis 《Education and Information Technologies》2008,13(1):55-76
This paper focuses on usability evaluation of information and communication technologies applications in education (ICTE applications).
Various classes of teaching and learning systems are discussed in terms of technologies used and pedagogical approaches. Their
usability is analyzed according to various dimensions and the impact of system usability on the learning effectiveness is
studied. We argue that various classes of ICTE applications such as multimedia/hypermedia applications, open educational environments
and CSCL environments, based on different theoretical perspectives, require fundamentally different approaches in evaluating
their usability. The paper is structured as follows: an overview of different usability evaluation approaches is presented
first, followed by a discussion on applicability of these techniques in various categories of teaching and learning computer
systems. Typical case studies that engage both usability experts and users themselves (students and teachers) are also discussed.
The objective is to describe both the methods, and the way to apply them effectively in order to certify the usability of
an ICTE application with respect to its teaching and learning objectives. 相似文献